impactContentsHow to make use of randomization and routing in an on-line survey 2

Carol H. Weiss and Social Media: A Series of Unintended Outcomes... 3

Citizens Academy, understanding Ottawa better 4

L’élaboration du Programme d’intervention en lecture pour adultes (PILA) 5

L’importance de créer des espaces 6

Celebrating Contributions to Canadian Evaluation 7

Final report of the At Home/Chez soi Study 8

From child mental health to adult mental health services 8

Canadian Psychological Association Conference 9

Annual Faculty of Education Research Fair 10

Psychology Out of the Box 11

Prospective CRECS Researchers 11

Noon-hour Colloquium Series 12

Été | Summer

2014

www.crsec.uOttawa.cawww.crecs.uOttawa.ca136 Jean Jacques LussierVanier 5002Ottawa, OntarioK1N 6N5

Vol. 14, No. 2

Alejandro Gomez, Editor. Impact is published semi-annualy. For submissions and queries please contact

crecs@uOttawa.ca

From the Director

Despite the relative calm of the summer period, it has been a busy time for CRECS recently, particularly for many of our students and Faculty. In early June, several took part in the Canadian Psychological Association (CPA) meeting in Vancouver and more recently, the Canadian Evaluation Society (CES) 35th anniversary national conference was held here at the Ottawa Congress Centre. We were delighted that CES and partner organizations (the Consortium of Universities for Evaluation Education and the Performance and Planning Exchange) provided registration subsidies for students to attend the CES event.

CRECS is making great strides toward its strategic objectives. We recently hired Hang Tran (Co-op) and Allison Paquette (Work Study). Both are helping CRECS make serious progress of late. Dan Tamblyn-Watts continues with CRECS on a part-time basis. Dan completed a second co-op term with CRECS in the winter term and continues now to provide support for the production of the Ten Minute Window CRECS video research dissemination series. In this issue of Impact, Dan describes a very clever solution to a challenging on-line questionnaire survey problem we encountered in the winter term. The solution demonstrates the power of on-line survey tools to handle complex data collection challenges.

The current issue of Impact includes an up-close view of some of our more interesting projects, a profile of one of our core Senior Researchers and an article about a serendipitous social-media exchange with the son of legendary evaluator, the late Dr. Carol H. Weiss (Harvard University).

Once again I would like to thank Alejandro Gomez for his effort to ensure that the newsletter maintains its high standard of quality and creativity. Please enjoy this issue and have a wonderful, safe and productive summer.

Brad Cousins Director, CRECS

Message du directeur

Malgré le calme relatif qui caractérise la période estivale, les dernières semaines ont été fort occupées pour le CRSEC, et tout particulièrement pour bon nombre de nos étudiants et membres du corps professoral. Plusieurs d’entre eux ont pris part au début de juin à la réunion de la Société canadienne de psychologie, qui s’est tenue à Vancouver. Plus récemment, certains ont participé à la conférence nationale qui a marqué le 35e anniversaire de la Société canadienne d’évaluation (SCE), ici au Centre des congrès d’Ottawa. Nous avons été ravis que la SCE et ses partenaires (le Consortium des universités pour l’enseignement de l’évaluation et le Forum sur le rendement et la planification) offrent des subventions à l’inscription pour permettre à des étudiants d’assister à la conférence de la CSE.

Le CRSEC fait de sérieuses avancées dans la poursuite de ses objectifs stratégiques. Récemment, nous avons embauché Hang Tran (étudiante coop) et Allison Paquette (Régime travail-études). Elles ont aidé le CRSEC à faire des progrès importants dernièrement. Dan Tamblyn-Watts poursuit à temps partiel son travail au CRSEC. Dan a terminé au cours de la session d’hiver un deuxième stage coop au CRSEC, et il continue maintenant de fournir un soutien dans la production de la série de vidéos de diffusion de résultats de recherche appelées les Capsules de dix minutes. Dans le présent numéro d’Impact, Dan décrit une solution très astucieuse à un problème délicat que nous avons éprouvé avec un questionnaire en ligne au cours de la session d’hiver. Cette solution met en évidence l’efficacité des outils de sondage en ligne dans le traitement de défis complexes en matière de collecte de données.

Ce numéro d’Impact inclut un aperçu détaillé de certains de nos projets les plus intéressants, un profil de l’une de nos chercheures principales ainsi qu’un article concernant un heureux échange sur un média social avec le fils du regretté Carol H. Weiss, évaluateur d’illustre mémoire (Université Harvard). Une fois encore, je tiens à remercier Alejandro Gomez pour s’être assuré du maintien du haut niveau de qualité et de créativité de notre bulletin. J’espère que vous aimerez ce numéro d’Impact et que vous vivrez, en toute sécurité, un été productif et remarquable.Brad Cousins Directeur CRSEC

2

How to make use of randomization and routing in an on-line survey By Daniel Tamblyn-Watts < dtamblyn@uOttawa.ca >

Concept map of survey logic

CRECS offers survey formatting and hosting as a service to its researchers. As part of my co-op semester from January to April of 2014, I formatted a bilingual survey produced by CRECS for uOttawa’s Faculty of Education. The survey’s design required complex routing (directing users to different sets of questions based on pre-set conditions) to meet the requirements of the researchers who designed it, as well as sections of questions which were presented to users at random.

The design required that participants begin the online survey on a common page. From that common page, the survey needed to route students into one of four categories. Participants were given a question with three options: The first option needed to send participants directly to a page of questions for category A. The second option needed to route participants randomly to either category B or C. It also required that participants be able to switch from the category to which they were randomly assigned (out of category B or C) to the one for which they were not assigned, in the event that the questions in their assigned category did not apply to them. The final option needed to send participants directly to category D. Having completed their assigned section, participants would then need to be routed back into a common final section of the survey.

CRECS surveys are built using the web survey platform “Fluid Survey”. Fluid surveys are divided into digital “pages”, and in order to route, a formatter must either set pages of questions to “hide” or “must hide” individual questions. “Hiding” pages or questions ensures that survey participants only see pages with the questions that researchers want them to see. Using this method, participants can be directed to certain questions or sets of questions, while unknowingly skipping past others. Fluid Survey only allows for routing to jump users forward

(users can skip past questions or sets of questions, but cannot be sent backwards to a previous page or question). The Faculty of Education survey contained enough questions that it was much more efficient to hide pages rather than individual questions.

Knowing that sending participants backwards was impossible, it seemed impractical to allow for participants to switch between section B and section C after they had been routed to one or the other. However, after experimenting with different techniques to work around the problem, I was able to find a solution. The final layout began with the common page for all participants, and from there

participants were given the three options, and routed to one of the four categories. The first and last options both sent users directly to a section (category A or D). The second option (randomly routing to category B or C) would randomly send participants to one of two “gate pages” which would ask them whether or not the questions in their randomly assigned category applied to them. The actual pages for categories B and C followed after the gate pages, meaning that there would be no need to jump participants backwards, and that the researchers’ requirements would be met.

It is always helpful to bear in mind when formatting an online survey that platforms are extremely versatile, and that what may initially seem impossible can actually be quite straightforward. Complex routing, randomization, and gates can be used to ensure that the only questions asked of survey participants apply to them directly, reducing the amount of time required for participants to complete surveys, and in turn increasing overall response rates.

Can you imagine trying to accomplish this result using a traditional paper and pencil questionnaire?!

3

Carol H. Weiss and Social Media: A Series of Unintended Outcomes... by Beth Peddle < bpedd026@uOttawa.ca >

In evaluation literature, theorists often discuss the importance of examining a program’s unintended outcomes. This past winter, when I chose Carol H. Weiss as the subject of a presentation, I had no idea of the chain of effects that were set in motion.

This “Scholar Profile” project is a requirement of Dr. Brad Cousins’ course EDU 6299: Theory and Contemporary Issues in Program Evaluation (which I joined last minute because its hybrid format suited my broken ankle!) The assignment asks students to “present to the class the development of the scholar’s intellectual and academic thinking and contributions over time”. Unfamiliar with evaluation scholars at the time, I randomly chose Carol Weiss. Delving into the project, I gradually discovered the details of Carol Weiss’ incredibly valuable impact on evaluation theory and practice. I collected information about her past influences, her impressive list of publications and her most important contributions to the field. Through the project, I came to feel connected with the scholar, and felt that my presentation represented a way of honouring her life and work.

I decided to use this project to develop my skills using an online presentation program called Prezi. This website allowed me to present my research and analysis in a unique way; I represented the text content graphically around a timeline and used Prezi’s voiceover tool to narrate my presentation. Further, Prezi provides the option of publishing presentations on the web or keeping them private. The seemingly trivial decision to display it publicly proved to be pivotal.

The day before Mother’s Day, in a surprising and uplifting turn of events, I received a message on Facebook from a man named Daniel Weiss. He asked if I had created the Prezi about Carol Weiss, and soon identified himself as Carol’s son. He thanked me for honouring his mother in such a way, and mentioned that he had shared

the presentation with his family. He wrote, “I have heard that my mother was

an inspirational teacher, but when you’re not there to see her in action, it’s kind of

abstract. Whereas to hear your presentation is vivid.”

It was amazing to see how a series of small decisions, in a world so

connected by social media, can create such an

impact. Speaking with Daniel Weiss has reminded me

that the internet represents a

limitless opportunity for

sharing knowledge and ideas, and that social media

connects people around the world to learn from one

another.

Social media set one chain of events in action. But on a personal note, this

project has had an unexpected impact on my own life. Carol Weiss’ work to promote evaluation use in decision making sparked my interest. I continued to read her work, and the work of those she had influenced, and I was inspired to abandon my thesis proposal for a new focus: the use of program evaluation in not-for-profit organizations.

I bet Dr. Cousins didn’t anticipate that the “Scholar Profile” would create so many unintended outcomes!

The project can be viewed at: http://prezi.com/bbziaxv9d8xq/carol-h-weiss/

4

Citizens Academy, understanding Ottawa betterBy Hang Tran < tp.hang92@uOttawa.ca >

Citizens Academy isn’t a new concept; it has been implemented in Syracuse, New York for some time. Recently a small group Ottawans, among them Caroline Andrew who is currently the Director of the Centre on Governance at uOttawa and a senior researcher at CRECS,

saw how effective the program was and decided to bring it to Ottawa. To understand the program, I sat down with Catherine Laska, the Program Manager, and learned about how the project started and expanded quickly in just over a year and a half.

The objective of the project is to get citizens involved with municipal affairs, demystifying how Ottawa works and create a network of city builders. The 5 founders of the project strongly believed that city building concerns everyone and that if people understand how the city works, then they can take actions to make a powerful impact. Citizens Academy started with a pilot project in 2012 when the team selected 40 participants out of 120 applicants and to educate them about the city. The team brought city counselors, city staff and community leaders to the sessions. After the pilot project ended and with the amount of interest that it sparked, Citizens Academy launched the Civics Boot Camp in the Fall of 2013. The Boot Camp’s curriculum covers topics such as governance, budgeting and land use planning and was designed by volunteers who were not necessarily experts on the topics. “The volunteers did all the research on the topics, then created the curriculum and handouts”, says Catherine. The Fall 2013 Civics Boot Camp spanned over 5 weeks and was delivered by experts who the volunteer team brought in. The most interesting session during the Boot Camp was the practicum at the end which allowed participants to work in groups and come up with a solution to a problem they

see in their community. Participants were able to pitch their idea to a panel of experts, among them the general manager from the city, former mayors, representatives from community associations, health centres and journalists from the Ottawa Citizen.

Citizens academy began with the 5 founders injecting start up funds that were matched by the Metcalfe Foundation. It is now entirely funded by grants and is volunteer-led. “We are delighted by how this initiative has captured the hearts and minds of Ottawans”, says Manjit Basi, a catalyst in bringing together the founders. She has noticed that people are excited by the democratic, experimental, and co-creative process. There’s an energy in Ottawa for dialogue, getting more involved, and taking collaborative civic action. So far, 150 citizens have experienced the program. Citizens Academy is expanding programming to include mentorship, workshops, and

Civic Conversations on various intractable issues.

I asked Catherine why it is so important to get citizens involved in their municipal affairs and she says: “You can focus on international partnerships but at the end of the day, people truly connect with people locally and within their community”. When asked about the most memorable moment for

her thus far, Catherine mentions the GottaGo! Campaign which was developed during the practicum of the Fall 2013 Civics Boot Camp by a group of participants. Everyone in the group were very concerned about the lack of washrooms in major public spaces in Ottawa but had major difficulties working together towards a solution. However, they overcame those challenges and the campaign is now moving forward as a real initiative with mentors providing help to make it happen. This truly demonstrated that the sense of community is very precious and that when we talk about the city, it isn’t its buildings and infrastructures but its citizens. Catherine ended our interesting conversation with a quote from Margaret Mead which resonates strongly: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

Second Citizens Academy Civics Boot Camp, May 2014

Citizens understanding Ottawa better

5

L’élaboration du Programme d’intervention en lecture pour adultes (PILA) By Alain Desrochers < Alain.Desrochers@uOttawa.ca >

On mène, depuis le début des années 1990, des enquêtes sur le niveau de littératie des personnes de 16 à 65 ans dans les pays de l’Organisation de coopération et de développement économique (OCDE). Les résultats de ces enquêtes reflètent le niveau de littératie atteint par les adultes consécutivement à une dizaine d’années d’instruction publique obligatoire ainsi que leur capacité à maintenir le niveau de compétence atteint tout au long de leur vie. Les résultats rapportés depuis 1994 sont alarmants et ils ne s’améliorent toujours pas. Le compte rendu le plus récent (Statistique Canada, 2013), par exemple, indique que, environ 49 % des adultes canadiens ont un niveau de littératie insuffisant pour répondre adéquatement aux exigences d’un emploi de base dans le marché du travail (p.ex. comprendre ou écrire une phrase simple). Une analyse détaillée des capacités d’adultes inscrits aux centres de formation de base en Ontario montre que leurs faiblesses en lecture sont étroitement liées à une maîtrise insuffisante des opérations fondamentales dans le traitement de la langue écrite (Desrochers, 2009). Par exemple, on observe, chez ces adultes, des faiblesses importantes sur le plan de la distinction des sons de la parole, de la maîtrise des correspondances entre les lettres et les sons de la parole, de l’identification visuelle des mots et de l’analyse des phrases. Pour pallier ces faiblesses, une équipe associée au Centre franco-ontarien de ressources en alphabétisation (Clément, Desrochers & Morin, 2012) a amorcé l’élaboration d’un programme d’enseignement des fondements de la lecture du français à l’intention des adultes illettrés ou semi-lettrés. Le matériel afférent aux deux premières années de ce programme d’enseignement est accessible, sans frais, à l’adresse Internet suivante : http://centrefora.on.ca/PILA/.

De quoi est fait le Programme d’intervention en lecture pour adultes (PILA)? D’abord, ce programme s’appuie sur l’enseignement systématique des savoirs fondamentaux en lecture-écriture : l’analyse auditive des sons de la parole, les correspondances entre les lettres et les sons, le décodage des mots et l’orthographe, le vocabulaire, la lecture et la production de textes. Le matériel didactique se déploie en une série de leçons structurées, chacune étant centrée soit sur un graphème particulier du français (p.ex. une lettre ou un groupe de lettres: « o », « ou », etc.) ou sur un autre aspect de la langue écrite (p.ex. le h aspiré, la liaison, les homonymes, les procédés de construction des mots). Dans une leçon axée sur un graphème de la langue (p.ex. « o », « ou »), on travaille, dans l’ordre, le phonème correspondant, le décodage et l’encodage du graphème, la lecture des mots et des phrases, puis la rédaction de phrases. Le matériel est également assorti de livrets de lecture adaptés au niveau des apprenants adultes, d’épreuves standardisées pour suivre leurs progrès tout au long du programme, d’activités de consolidation des apprentissages et d’épreuves de classement pour estimer leur niveau de compétence en lecture. Le PILA répond à un besoin réel, car il existe très peu de matériel sur le marché commercial conçu pour l’enseignement des fondements de la lecture-écriture aux adultes.Références

Clément, Y., Desrochers, A. & Morin, D. (2012). Programme d’intervention en lecture pour adultes. Sudbury, ON : Centre FORA.

Desrochers, A. (2009). Apprendre à lire à l’âge adulte. Sudbury, ON : Centre FORA.

Statistique Canada (2013). Les compétences au Canada : Premiers résultats du Programme pour l’évaluation internationale des compétences des adultes (PEICA). Ottawa : Statistique Canada, Division du tourisme et du centre de la statistique de l’éducation, document 89-555-X.

De gauche à droite, dans la première rangée, Denise Morin, Alain Desrochers et Yolande Clément, accompagnés d’un groupe de formateurs en alphabétisation affiliés à divers centres de formation des adultes au Canada.

6

L’importance de créer des espaces Par Hang Tran < tp.hang92@uOttawa.ca >

Ruth Kane, ancienne directrice de la formation des enseignants (secteur anglophone) à la Faculté d’éducation de l’Université d’Ottawa (2006-2012), s’est jointe au Comité de direction du CRSEC en janvier 2014. Elle a pris un moment pour partager avec moi son histoire incroyable et sa passion pour la justice sociale, l’égalité d’accès à

l’éducation supérieure et la formation des enseignants.

Mme Kane a commencé sa carrière comme enseignante de géographie et d’économie au secondaire en Nouvelle-Zélande. Elle a ensuite enseigné dans des collectivités autochtones en Australie. C’est là qu’a pris naissance sa passion pour la justice sociale et l’égalité d’accès à l’éducation postsecondaire. Elle a remarqué que les élèves n’aspiraient pas à faire des études supérieures ou suivre des parcours professionnels après leurs études secondaires. Ils pensaient n’avoir ni les ressources ni les capacités, car ils voyaient très peu de gens comme eux, des Autochtones, dans des postes de professionnels. Mme Kane s’est demandé : « Comment pouvons-nous changer l’accès à l’éducation supérieure? Comment arriver à diplômer des enseignants autochtones pour les élèves autochtones? Comment nous assurer que tous les enseignants sont bien préparés pour enseigner à des étudiants dont les antécédents et les expériences de vie sont très différents des leurs? »

Cela a inspiré Mme Kane à faire une maîtrise en éducation à l’Université Griffith, en Australie, tout en étant chargée de cours adjointe au Centre pour étudiants autochtones et insulaires du détroit de Torres. Elle a par la suite décroché un doctorat en éducation à l’Université Griffith, puis a travaillé comme chercheure à l’Australian Independent Schools Association, avant de devenir chargée de cours au Centre for University Teaching, à l’Université d’Otago en Nouvelle- Zélande. Mme Kane s’est alors vu confier le poste de directrice de la formation des enseignants. En 2003, elle est devenue professeure titulaire de formation des enseignants

du secondaire à la Faculté d’éducation de l’Université Massey, et en 2006, elle est devenue directrice de la formation des enseignants (secteur anglophone) à l’Université d’Ottawa. Elle a commencé à s’intéresser au CRSEC en 2013. Constatant que sa volonté de créer des espaces pour les étudiants moins favorisés et d’améliorer la formation des enseignants concordait avec la mission du CRSEC consistant à améliorer les programmes sociaux pour les citoyens, notamment pour les personnes confrontées à l’exclusion sociale, elle s’est jointe avec enthousiasme à notre Comité de direction. Son engagement auprès du CRSEC lui permet de se tenir au fait du travail de ses collègues en dehors de la Faculté d’éducation, ce qui crée d’excitantes possibilités de collaboration du fait qu’ils travaillent dans les mêmes communautés scolaires qu’elle.

Un des projets que Mme Kane gère actuellement est l’évaluation de l’Initiative de soutien aux écoles pour la réussite des élèves, pour le ministère de l’Éducation de l’Ontario. Cette initiative vise à fournir ressources et mentorat aux directions des écoles secondaires urbaines à faible rendement. « Le plus grand défi consiste à s’assurer que les nouveaux enseignants sauront comment travailler avec des étudiants provenant de milieux variés et ayant des capacités différentes des leurs », affirme-t-elle. Pour cette raison, dans ses différents projets, elle s’attache à établir des relations avec les conseils scolaires, les directions d’école, les enseignants et les étudiants, en s’assurant que la communauté scolaire s’approprie la recherche. Il s’agit de « faire de la recherche avec l’école », et non de « faire de la recherche sur l’école ». « Les enseignants qui obtiennent leur diplôme aujourd’hui enseigneront pendant les 30 prochaines années. Si nous sous-estimons maintenant l’importance de la formation des enseignants, nous ne progresserons pas », précise-t-elle.

Revenant sur ses 35 ans d’expérience en formation des enseignants, elle cite ceux qui l’ont inspirée et encouragée à saisir les possibilités qui se présentaient. Ils ont créé des espaces pour elle, et elle désire maintenant s’assurer que les enseignants font de même pour les étudiants marginalisés d’aujourd’hui. « On ne peut assurer l’accès et l’équité sans créer des espaces », dit-elle, et « le plus grand défi en formation des enseignants consiste à créer des espaces où le candidat pourra définir l’enseignant qu’il est et l’enseignant qu’il veut devenir, pour ensuite examiner d’un œil critique les croyances et valeurs qui sous-tendent ces deux identités d’enseignant. C’est alors seulement que nous diplômerons des enseignants aptes à créer des espaces et des possibilités pour tous les étudiants. »

Professeur Ruth Kane, Faculté d`éducation

7

Celebrating Contributions to Canadian Evaluation By France Gagnon and Kate Svensson

This year’s Canadian Evaluation Society (CES) annual conference provided a forum for reflecting back on the past 35 years of practice, research, and theory in evaluation in Canada.

Patricia Rogers opened the conference with a reflection on why ‘The evaluation world needs more Canada’. Some of Rogers’ observed strengths were: (1) the existence of a Canadian federal policy on evaluation, the monitoring and management of a program performance as opposed to the evaluation of projects which can only offer a partial view of and “band aid” solutions to social problems, and the cumulation of knowledge of what works, for whom, when, where, and how; (2) collaborative approaches to evaluation that have crossed the Canadian border to influence the way practitioners locally and globally think about and conduct evaluations; (3) an acknowledgement of the diversity of values and of outcomes making it possible for program stakeholders and evaluators to focus beyond the “what works” question; and (4) a pragmatic, eclectic approach to evaluation methods and design. Rogers noted the contributions of several prominent Canadian researchers, notably: Brad Cousins and Elizabeth Whitmore - participatory evaluation, Arnold Love - internal evaluation, Sandra Mathison - diversity of what works for whom, Sanjeev Sridharan - the complex nature of interventions, Steve Montague - use of a program theory of change as a tool for managing change, and John Mayne - contribution analysis as a methodology for exploring causality.

The CRECS presence was strong. Brad Cousins and Isabelle Bourgeois presented results of a Canadian research program on evaluation capacity building suggesting value in thinking of evaluation as an organizational learning system - a means to assist organizations and programs to leverage change. Rebecca Cherner and Tim Aubry introduced a methodology for evaluating homelessness interventions. Jennifer Volk presented the results of a developmental and outcome evaluation of a capacity building mental health promotion strategy. Jill Chouinard

and her colleagues facilitated a round table discussion on using the narrative voice to navigate between invited and public space in evaluation. Jennifer Volk, Tim Aubry and Robert Flynn facilitated a panel discussion on navigating the use of the RCT design in a community context.

The CRECS presence was also strengthened by the contribution of Brad’s, Tim’s and Robert’s students to the theory of evaluation. The conference included a new student-dedicated stream hosted by the Consortium of Universities for Evaluation Education (CUEE) with support from CES and the regional organization, the Performance and Planning Exchange (PPX). Seventeen students were given the opportunity to present their research in a series of twenty-minute segments. Hind Al Hudib, Amandeep Bassi, France Gagnon, Nathalie Gilbert, Jennifer Rae, Barbara Szijarto, Kate Svensson and Joanne Tucker from CRECS were among those who presented. The sessions, supported by discussant feedback, were well-attended reflecting the community’s interest in research about evaluation and interest in supporting the next generation of researchers. Discussants complimented on numerous occasions the high caliber of the student contributions.

In closing, Melvin Mark reminded us of the importance of theory to evaluation practice. He quoted Kool and the Gang and concluded in a deadpan voice and to the amusement of all: “There’s a party going on right here. A celebration to last throughout the years.”

Next year, the CES’ 36th annual conference will take place in Montreal, Quebec, May 24 to 27. We hope to see you there!

8

From child mental health to adult mental health services By Stephanie Rattelade < srattela@uOttawa.ca >

The Youth In Transition Intensive Case Management (ICM) program was created in Eastern Ontario to address the lack of service integration and transition from child mental health services to adult mental health services. It provides integrated community mental health support to 90 high risk youth aged 16-24 with serious mental illness through ICM services in four agencies across the Champlain LHIN. Two evaluations of the program were conducted with support from the Mitacs Accelerate Intern program and the Canadian Mental Health Association-Ottawa Branch (CMHA-O). Two interns, Stephanie Rattelade and Aman Bassi, both graduate students in Psychology, completed these evaluations under the supervision of Dr. Tim Aubry and Dr. John Sylvestre.

The first evaluation considered the implementation of the program at all four program locations. First, a program logic model was created to develop a model of intended implementation. A key components profile, created for CMHA’s ICM program considered intended implementation and was used to structure the key informant interviews and focus groups. Fifteen key informant interviews and two focus groups with staff and clients were completed to assess actual implementation. Results showed that the program is being implemented as intended, with most key components considered to be well implemented. Staff and clients also reported improvements in client housing, mental health, and quality of life. However there were several unique challenges related to youth experiences of ICM and limited youth-appropriate services for client referrals. Six recommendations outlined ways in which the program can develop youth-specific ICM practices and improve program functioning.

The outcome evaluation was conducted at the Youth Services Bureau location and followed two groups of youth. Youth in the program (YouIT) were compared with a care-as-usual group from the same organization and both groups were interviewed at baseline, 4 months, and 9 months. A total of 32 YouIT clients and 27 care-as-usual youth were interviewed. YouIT clients reported fewer days homeless, less drug use, and fewer court appearances at follow-up than the care-as-usual group. Both groups showed improvements in mental health symptoms, quality of life, and reduced service use over the 9 months.

Results and recommendations from both evaluations were disseminated at a half-day public forum. The event started with a presentation of both evaluations, followed by a panel discussion with representatives from three of the program locations. The day ended with Dr. Simon Hatcher and his research on youth suicide. The forum was well-received and over 70 people were in attendance.

Final report of the At Home/Chez soi Study By Daniel Tamblyn-Watts < dtamblyn@uOttawa.ca >

The five year long At Home / Chez Soi study released its final report in April, and that report is already having significant impact on national public policy surrounding homelessness and mental health. CRECS co-director Tim Aubry acted as a member of the National Research Team and was Co-research Lead of the Moncton site for the study. The study provided strong evidence that the “housing first” approach to housing is not only an effective strategy to reduce homelessness and improve quality of life and community functioning, but also a sound investment of public dollars. The strong impact of the study comes both from its unconventional approach to ending homelessness, and from its size.

The study provided a direct challenge to conventional methods of dealing with homelessness, particularly for people living with mental illness. Typically, the “treatment as usual” approach to ending homelessness in Canada has involved requiring people seeking housing to meet specific requirements (such as abstaining from drugs and alcohol) before they are placed in housing. The study examined the differing outcomes of homeless people living with mental illness who were provided a home without any preconditions. It found that the less conventional “housing first” method is significantly more efficient than the traditional “treatment as usual” method.

In addition to its unconventional approach to the problem, the impact of the At Home / Chez Soi project can be attributed to its scale. The study was one of the most ambitious social experiments ever conducted in Canada, and the largest study on homelessness in the world. Its final report was the culmination of five years of research by a team of over 50 researchers spanning five Canadian cities, funded with a $110 million dollar investment by Health Canada through the Mental Health Commission of Canada.

The study’s results are already having a major impact on public policy. The financial savings associated with the program, with estimated savings of nearly $22 per $10 invested, have caught the attention of the federal government. Based on the findings of the study, the government made the decision to emphasise Housing First approaches in its 5-year renewal of the federal Homelessness Partnering Strategy beginning April 1st 2014. The Federal Homeless Partnering Strategy holds major influence over how services are delivered to homeless people living with mental illness across the nation.

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Canadian Psychological Association Conference By John Ecker < jecke081@uOttawa.ca >, Jennifer Rae < jrae010@uottawa.ca >, Aman Bassi < abassi@uottawa.ca >.

The Canadian Psychological Association (CPA) Community Psychology Pre-Conference took place on June 4th in beautiful British Columbia. The day began with a lively panel discussion amongst a group of community psychology students, researchers, and practitioners, including CRECS Affiliated researcher Dr. Susan Farrell. Members of the panel began by offering their own definitions of Community Psychology, then addressed contemporary issues facing the field, such as the importance of pursuing transformative, rather than ameliorative change, and whether to choose to work within or outside of the systems we are trying to change.

The panel discussion was followed by a roundtable, which addressed Community Psychology in the Canadian context. The group discussed how to market Community Psychology training programs, how to bridge community practice and academia, and how to foster interdisciplinary connections.

The conference concluded with a series of five-minute student thesis presentations. Two PhD students from CRECS working under the supervision of Dr. Tim Aubry, Jennifer Rae and John Ecker, participated in this session. Jennifer discussed her work with the Youth Futures Program, which promotes access to post-secondary education for disadvantaged youth. The program is being evaluated as part of a CRECS-affiliated research project. For her thesis, she is assessing the educational outcomes of the program using both quantitative and qualitative methods.

John also spoke of his thesis work, which investigates neighbourhood-, housing-, and individual-level predictors of community integration among homeless and vulnerably housed individuals in Ottawa. His data is taken from the Health and Housing in Transition Study, which is a CRECS-affiliated longitudinal research project. He hopes his research can influence policy and practice standards in order to assist individuals with vulnerable housing statuses to feel a part of and engage with their communities.

Following the Community Psychology Pre-Conference, the students took part in the annual convention of the Canadian Psychological Association. John was joined by Aman Bassi, a PhD student from CRECS working under the supervision of John Sylvestre, on a panel to present their thesis findings. The

panel included two other researchers who were also presenting the results of their work with individuals living with homelessness, mental health and addiction issues. The chair of the presentation was well-known community psychologist Dr. Sean Kidd, who has worked extensively with marginalized populations.

Both John and Aman’s presentations examined the concept of community integration using quantitative and qualitative methods. Aman’s presentation focused on the qualitative methods and findings for women participants living in supported housing. Participants were recruited from the Supported Housing Addiction Recovery Program Evaluation (SHARPE). The presentation focused on women’s experiences in their neighbourhoods and what their views were about being part of a community.

All three of the PhD students were appreciative the financial support they received from CRECS, which made their participation in the conference possible. They valued the opportunity to showcase their research to a national audience and to establish networks with other researchers doing similar work in the field. They look forward to the next conference in 2016!

Photo by John Ecker. The Suspension Bridge, B.C.

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Annual Faculty of Education Research Fair By Daniel Tamblyn-Watts < dtamblyn@uOttawa.ca>

The annual Faculty of Education Research fair is a frequent source of inspiration and collaboration for its attendees. The fair provides researchers with an ideal opportunity to showcase their work while also learning about the work of their colleagues. Given the opportunity that the event provides, CRECS researchers were excited to learn that this year’s fair would be held in the ballroom of the Faculty of Social Sciences, almost next door to CRECS’ main offices. Wednesday March 5th 2012 from 12:00 pm until 2:00 pm, researchers and interested guests from both the Faculty of Education and the Faculty of Social Sciences gathered in the Faculty of Social Sciences ballroom to showcase research.

Individual research projects were tied together through the event’s theme, which was “Breaking Boundaries: images of collaborative inquiry”.

CRECS Director Brad Cousins and CRECS assistant coordinator Daniel Tamblyn-Watts represented CRECS at the event, and showcased many of the latest developments at CRECS. The CRECS display focused on increasing awareness about CRECS, highlighting CRECS knowledge mobilization initiatives, and describing the benefits of becoming a CRECS researcher. Attendees of the research fair were able to read the CRECS mission statement and logic model, to look through the posters from more than five years of CRECS colloquia, to pick up a copy of the latest issue of Impact, and even to view excerpts from CRECS’ Ten Minute Window video library. The CRECS knowledge mobilization initiatives received a lot of interest from researchers unfamiliar with the centre. In particular, many researchers from outside of CRECS were not aware of the CRECS Noon-hour Colloquium series. The CRECS Ten Minute Window video library drew significant interest from researchers due to its potential to quickly confer the results of research to viewers. The research fair proved to be a great environment for knowledge mobilization in and of itself.

As might be expected, the event was well attended and enjoyed by attendees from both the Faculty of Education and the Faculty of Social Sciences. CRECS would like to thank the organizing team at the Faculty of Education for putting together a productive and well managed event.

Brad Cousins and Daniel Tamblyn-Watts

Senior Researcher Cameron Montgomery and his wife Nathalie welcomed their son Theodore Dennis on May 7, 2014.

Marianne Beauchamp, Research Administrative Officer at FSS gave birth to her son Phillip the 21st of January 2014.

Senior Researcher Jessica Whitley gave birth to her daughter Marley

Anne on September 17, 2013

CRECS Coordinator Alejandro Gomez welcomed the arrival

of his second child Nicolas, born on May 26, 2012

CRECS Research Associate Stephanie Yamin gave birth to her son Henri William Westwood on

August 10, 2013.

Senior Researcher Cintia Quiroga, gave birth to her daughter Tamara Salomé on December 10 2013.

Meagan Miller, CRECS Research Coordinator and Erik Michael welcomed their daughter Freya Ysobel on November 19, 2012.

Laure Tchamba Tchobet, CRECS Research

Administrative Assistant gave birth to her son Hako

Kaydmiel on June 5, 2014.

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Prospective CRECS Researchers

Psychology Outside the Box By Hang Tran < tp.hang92@uOttawa.ca >

With CRECS’ support, the Psychology Outside the Box (POTB) 2014 committee was able to bring the interdisciplinary spirit to the POTB conference this year, which took place on the 19th and 20th of June on the 4th floor of the Faculty of Social

Science building at the University of Ottawa.

The event had a total of 132 participants, including University of Ottawa delegates and members of the community, as well as from other Universities across Canada and the United States. Approximately 25 poster presentations and at least 70 symposium presentations were displayed (special round tables, parallel symposia, and oral presentations).

Dr. Mario Beauregard gave a keynote speech on “The emergence of a post-materialist paradigm in psychology”, suggesting that the nearly absolute dominance of materialism in the academic world has seriously constricted psychology and hampered the development of the scientific study of mind. The lecture was well-received despite its controversial nature and recorded 75 attendees.

During two special debates (“The influence of sex and aging on the mind from an animal to a human perspective” and “Darwinian academia: publish or perish norms and the peer-review imperative in the academic profession”), the committee utilized social media and communication with the audience to create an interactive framework. There were approximately 40 attendees for each debate.

Marie-France Hebert, the Conference Chair, and the Director of the School of Psychology, Dr. Pierre Gosselin, gave speeches in the closing ceremony of the conference. Cash prizes were also handed out, along with certificates. Christine Beaudoin won the prize for best poster, best individual presentation went to Olivier Mesly and best group symposia presentation went to Samantha Dawson, Jackie Huberman, and Megan Sawatsky. The conference was successful in fulfilling its bilingual mandate as presenters and the audience members were able to discuss in French or English.

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Noon-hour Colloquium SeriesKnowledge Mobilization at hand

Comité consultatif CRSÉC | CRECS Advisory Committee Kevin Barclay Réseau local d’intégration des services de santé de Champlain | Senior Integration Specialist, Champlain Local Health Integration Network Pino Buffone Superintendent du curriculum, Ottawa-Carleton District School Board | Superintendent of Curriculum, Ottawa-Carleton District School Board Rose Anne Devlin Vice-doyenne à la recherche, Faculté des sciences sociales | Vice-Dean Research Faculty of Social Sciences Mathieu Fleury Conseiller Quartier 12 Rideau-Vanier | City Councillor, Ward 12 Rideau-Vanier Terry Hunt Direction générale de la vérification et de l’évaluation, Commission de la fonction publique | Director General, Auditing and Evaluation, Public Service Commission Mary Jelinic Superviseur du programme, Ministère des services à l’enfance et à la jeunesse | Program Supervisor, Developmental Services Ministry of Children and Youth Services Marilyn Kasian Officier de recherche, Ottawa Carleton Catholic School Board | Research Officer, Ottawa Carleton Catholic School Board Raymond Leblanc Vice-doyen à la recherche et au développement du personnel, Faculté d’éducation | Vice-Dean Research and Professional Development, Faculty of Education Jean-Pierre Voyer Président-directeur général, Société de recherche social appliqué | President and C.E.O., Social Research and Demonstration Corporation

Gestion et personnel soutien | Management and staff Brad Cousins Directeur | Director

Tim Aubry Codirecteur | Co-Director (on sabbatical leave)

Robert Flynn Codirecteur | Co-Director (interim);

Ruth Kane Comité de gestion | Management Committee

John Sylvestre Comité de gestion | Management Committee

Alejandro Gomez Coordinateur | Coordinator

Allison Paquette Coordonnateur Adjointe | Assistant Coordinator

Hang Tran Coordonnateur Adjointe COOP | CO-OP Assistant Coordinator

Daniel Tamblyn-Watts La personne de soutien technique | Technical resource person

Coordonnateurs de la recherche | Research Coordinators Meagan Miller Ontario Looking After Children

Shannon Balla Families First

Joel Beaupré Kids in Transition

Abra Adamo Population Health Interventions

David Hole Ottawa Neighborhood Study

Katlyn Carr Ottawa Neighborhood Study

Associés à la recherche | Research Associates Cynthia Vincent Ontario Looking After Children

Elizabeth Hay Health and Housing in Transition

Stagiaires postdoctoral | Postdoctoral Fellows Rebecca Cherner Supported Housing Addiction Recovery Evaluation

Jennifer Volk At Home / Chez Soi

Arnaud Duhoux Health and Housing in Transition

CRECS continues to expand its knowledge mobilization initiatives through its Noon-hour Colloquium Series both on- and off- campus. Most colloquia are recorded and released as podcasts on the CRECS website.

Join us on these upcoming presentations.

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Turning data into community engagement: mobilizing knowledge to increase volunteering and donating

The E=MC2 Project is a unique approach in connecting communities with data. Using data from the Canadian Survey of Giving, Volunteering and Participation, an interdisciplinary team of researchers, service providers, community organizations, and students are working together to improve levels of community engagement in the areas of volunteering and donating in diverse

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Improving the Math and Reading Skills of Children in Care

AJ Hickey is conducting three randomized controlled trials that aim to improve the often poor academic outcomes of children in care.

The first one compares two one-to-one direct-instruction tutoring intervention, the second aims to evaluate a new version of professional one-to-one tutoring and the third will assess the effects of working memory on basic reading and math skills of children in care.

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d September 19 What are the factors associated with the educational outcomes of children in care? A review of the literature to identify factors like risk, promotive or protective factors and the genesis of interventions that underlie the theory of change and their relationship to

educational achievement of children in care.

Are you a researcher of Educational or Community Services and want to present your research findings and hold a dialogue on your research?Contact CRECS@uOttawa.ca